10th International
Conference on
Teaching Statistics
8 – 13 July 2018
Kyoto, Japan
This paper is from Session 4E: Teachers’ knowledge and curriculum
Full topic list
which comes under Topic 4: Improving teaching and capacity in statistics education

Paper 4E1 (Tuesday 10th, 14:00-15:30)

Assessing the association between quantitative maturity and student performance in an introductory statistics class: simulation-based vs non simulation-based




The use of simulation-based inference (SBI) methods when teaching introductory statistics continues to grow in popularity with evidence showing improvement in students’ statistical thinking compared to theory-based (consensus) methods. Recent findings from two institutions comparing consensus curricula to SBI show that regardless of the measure used for a student’s mathematical competency, SBI curriculum meaningfully impacted student learning. Here we revisit measures of mathematical competency with over 5,000 students at 81 institutions. In this larger sample, regardless of curriculum, weaker students tend to improve more by the end of the course than stronger students, however, SBI curricula outperformed consensus curricula for all levels of student mathematical competencies, with largest improvements seen on tests of significance and study design.

Download/view the paper